MU’s First Trimestral Year in Review

Article by: Lorrieza Jhoilyn C. Punzalan, Setheleh Liam G. Ramos, and Shaina Camille F. Macaranas

Photo by: Azi C. Dayao

Starting last academic year (A.Y.) 2024–2025, Mapúa University implemented the trimester system for undergraduate and post-graduate students, effectively changing the quarterm calendar, as a response to a happiness index survey in which 77.27% of the respondents showed discontent in the former quarterm system, among other reasons. 

A year has passed since the implementation of the trimester calendar; students and faculty are now somewhat familiarized with the changes brought about by the new academic schedule. With a fresh system comes a shift in the day-to-day life of both Mapúan undergraduates, post-graduates, and faculty, displaying a blend of mixed reactions towards the trimester.

From the Departments

The School of Architecture, Interior Design, and Built Environment (ARIDBE) is among the most populated departments in the Intramuros Campus. The Dean of ARIDBE, AR/ENP. Junar P. Tablan, expressed that the trimestral change affected the department much more during the planning phase. Due to the gradual shift in the academic system, the collaboration with industry partners for every program under ARIDBE played a huge part in planning the new curricula, Dean Tablan later sharing that the changes were made to improve areas that were not as effective in the quarterm system.

Since the trimestral change brought upon longer semesters and heavier unit loads, the ARIDBE department conveyed that there were multiple changes that they had to make in order to accommodate the students better. “[...] mas naging prepared kami ngayon para dito sa shift from quarter system to trimester. Because we have seen some of the challenges or problems before that should not be implemented now or should be addressed when we shifted to trimester.”

Aside from the curricula planning, Dean Tablan also came across problems regarding enrollment and envisioned improvements for the trimester calendar within his department. With this new insight, he worked and communicated better with the student body to better accommodate the students during enrollment as well as balancing the workload and social life of the students. Despite having certain limitations, Ar. Tablan continues to strive to help these students with the assistance of the student council. Mentioning that as long as they can address the issues, especially for the petition of courses and requests for inclusion, they make an effort to resolve these.

Similarly, Program Chair for Electrical Engineering Dr. Michael Pacis observed that the shift had a balanced impact on both students and faculty. Dr. Pacis emphasized the challenge of shifting of unit loads from quarter to trimester. “[...] because we have 210 units we need to balance in a four-year span [during the] trisem, 21 units per term.  So, ‘yun ‘yung medyo challenge, andoon kung how you will distribute the loads evenly depend[ing] on the school calendar.”

With all departments adapting unit loads to the new trimester system, Dr. Pacis brought up the issue of certain courses delaying students who were previously under the quarterly school calendar system, sharing that: “Some courses now, especially when you come to the terminal courses, [...] are seasonal, ‘di katulad n[oon]g quarter[erm].”

While the sudden shift startled a handful of students, the program chair shared that the change had welcomed some positive change among the learners, sharing that they gained more leeway in terms of managing their time accordingly, sharing, “Ngayon, since 14 weeks parang nandoon chillax pa, meron silang stress level na di kasing laking stress level nung last time, quarter-based. So, meaning to say if you’re taking trisem, the study, the vacation mode, stress [levels] are balanced, unlike before.” 

From the Students

The most affected population in the shift are the students–having already adjusted to the flow of the quarterm system, the announcement of the shift drew mixed reactions. Some student leaders voiced their experiences and insights with the change, including the Central Student Council (CSC) President, Mikaela Angela Subosa, and Council of Presidents (COP) Vice Chairperson, Kyle Fernando Sasi. 

In an interview, the student leaders were asked about their academic life since the shift. “I did have to extend for another term in order to finish a lot of my academic responsibilities [because of the shift],” Subosa said. Before the changes, students were promised a three-year program, but this academic curriculum overhaul resulted in most of the students having to extend beyond the expected timeframe of graduation. 

Sasi also expressed, “...It’s kind of [stressful] for us, especially the seniors because naghahabol kami ng courses,” referring to the sudden implementation of the new system. He also pointed out its effect on the professors as they rework their teaching style, observing that some are still attuned to the quarterm pace of teaching. Both leaders shared how they handled responsibilities as student leaders under the new system. “I would say na mas naging maghirap yung planning. Why? Kasi d[oo]n sa quarterm, alam natin kung kailan ‘yung mga exams. [...] so there’s [no] standardized week kung kailan magkakaroon ng finals or exams for the students [this trimestral],” said the COP Vice Chairperson. He explained further that it became more difficult to find volunteers for events and activities since officers and students often have conflicting schedules.

Subosa shared the same sentiment regarding the management of student-led university events. “I think it’s still kind of a struggle right now since it’s really still hard for the students to commit to extracurricular activities while adjusting to the new system,” she said.

During the implementation, many students voiced their concerns to the University Student Government (USG). In response, CSC President Subosa elaborated that they held multiple dialogues with the administration. “We could only do so much since this school had already decided to implement this shift to trimester,” she explained.

Issues that existed during the quarterm became more prominent during the trimestral set-up, particularly about the lack of resources that the institution can provide. As the shift added the maximum number of units per term, Sasi highlighted the increasing need for professors became more evident, alongside the need for addition classrooms and laboratory equipment to cater the student body. 

“It’s like the students and even the professors were not given a lot of time to adjust and suddenly they had to just find a way to make the new calendar and the new system work.” Subosa elaborated on the adjustment problems during the transition. 

Although the shift was introduced to the university after the institution pointed out a decline in student performance, the student officers noted that it was still far from the administration’s intended objective."...There needs to be a lot more understanding and a lot more listening to the voices and concerns of the students for the goal to actually be achieved." Subosa mentioned.

Sasi also questioned its effectiveness, pointing out, "Mas marami tayong topnotchers noong quarterm tayo compared sa trisem so is it really effective [to give the students] a more time to rest." connecting to his argument that the trisemestral setup offers longer breaks but not as frequently as what the quarterm provided. 

Improving the Trimestral Calendar

With both students and faculty experiencing a year under the trimester, both eye room for improvement in the following years from unit distribution, organizing school events, to the overpopulation of the student body. The previously mentioned issues should be a key area of focus in planning the next steps for the institution.

“If talking to me na kung ano pang dapat i-improve—more on ‘yung magkaroon talaga tayo ng definite calendar. Kasi nangyayari, [...] last year nagsimula tayo sa July tapos end in August, and then August ngayon ico-compensate naman ‘yung nawala so after two years, doon na uli magfa-fall sa normal way, [...], nagkaroon ng  two-month summer, so we need to compensate that time in other years,” Electrical Engineering Program Chair Dr. Pacis shared.

Additionally, standing on proactivity, the ARIDBE Dean also stated, “So what's really important here is to monitor and, of course, listen to the feedback. Ano nangyari sa mga nakaraang activities para may improve natin this time.”

In the same manner, Ar. Tablan also stated that the department of ARIDBE is still on track towards the goal of the trimestral change. Whereas the ARIDBE department has designed the curriculum for Batch 2025 to be compact—as they arranged the courses to efficiently balance the academic and personal lives of the students. 

Now that the first trimestral year has concluded, and another academic year under the same setup is ongoing, the student leaders are urging the administration to make improvements to the current system. “Actually ‘yung trimester proven and effective naman siya if titignan mo yung other universities so it’s not a matter of adjusting the calendar or the learning span or period of the students.” Sasi emphasized. In addition, the COP Vice Chairperson also highlighted four areas that the university should address: quality of the education provided, the availability of learning facilities, accessible equipment, and student feedback.

CSC President Subosa stressed the need for student dialogues, saying that “If this shift really happened with the intent of making the students' life better for all of the Mapúans, the administration should strongly consider the voices of the students in regards to improving the system.”

The implementation of the  trimester calendar brought forth challenging adjustments for both  students and faculty.  As the new school year moves forward, the continuous outcomes of the shift mark a significant impact in the institution’s academic landscape.